The use of English in linguistics classes (original) (raw)
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EMI and internationalization: the problem of linguistic stress in the university classroom
The Japanese Ministry of Education’s focus on EFL as a component of university internationalization has been supplemented by English-mediated instruction (EMI) courses. In addition, Japan views international recruitment as a partial solution to their shrinking domestic student market. These two aspects of internationalization bring potential problems that may hinder the strategies of the ministry in the near future, and both should be addressed as soon as possible.
Lingue e Linguaggi, 2020
This paper delves into students’ view on English-medium instruction (EMI) in two South European countries, Italy and Spain. In particular, two topics which have been less frequently investigated are addressed: the linguistic demands of students and the need students may feel for some form of language assistance. To this end, a paper-based questionnaire was given to 290 undergraduate students, 145 of whom being Italian (from the Department of Engineering) and 145 Spanish (from the Departments of Business Administration, Engineering, Economics, History, Economics and Law, Marketing, and Public Administration). The questionnaire contained close-ended and open-ended questions regarding their pre-university EMI experiences, whether content teachers should be assisted by language experts, and what aspect of EMI teaching should be paid heed to. The results revealed some agreement between the two nationality groups, with some interesting exceptions regarding the language skills students vie...
The purpose of this volume has been to give an account of the status of English as a medium of instruction in various political, geographical and ideological contexts: Northern, Southern, Eastern, Western and Central Europe, regions at different stages of EMI implementation. It is our hope that the preceding chapters have given comparative insights into some of the discussions and issues associated with EMI in European higher education. While contributors have investigated a diverse set of empirical, pedagogical and political issues, many issues remain to be addressed in more detail. In these final few pages of the volume, we briefly review some of the main issues that have arisen in the preceding chapters as well as in the broader EMI literature and propose further directions in methodological approaches, areas, and scopes. We believe the field would benefit from a broader range of research designs and methodological approaches. A favoured methodology both in the chapters of this volume (see Chapters 2–5) as well as in the wider EMI literature from its early days are attitudinal studies based on questionnaires and interviews (e.g. Lehtonen & Lönnfors 2003; Jensen et al. 2009; Tange 2010; Vinke 1995). Such studies unveil a complex range of attitudes – positive as well as negative – towards the policy and practice of EMI. Many point to the challenges of teaching and learning in an additional language and express concerns over a possible decrease in importance of the local language. Others highlight the benefits of EMI such as international collaboration, improved English language proficiency and heightened job prospects for graduates
Foro Educacional, 2021
English language has grown to be a lingua franca of the present day world. Therefore, even non- English European and Asian countries have adopted English as a medium of instruction. English has continuously been the medium of instruction in the higher education of Pakistan in spite of having a great linguistic diversity and national language Urdu as the medium of instruction at school level. This study aims to explore the perceptions of undergraduates about EMI, challenges they face in EMI classrooms and solutions they suggest for mitigation of their issues. The qualitative data collected through semi-structured interviews reveals that students perceive EMI to be beneficial for higher education, employment and progressive thought. However, they face challenges related to teachers’ English proficiency, code-switching, vocabulary and receptive as well as productive skills. They suggest that English-proficient instructors, continuous use of English, language support from university can...
Research with implications for pedagogy and language policy
Language Teaching Research
This issue of Language Teaching Research showcases seven research articles, all of which have clear pedagogical implications and one of them even implications for language policy, thus fitting perfectly with the journal's main goal. The topics cover English Medium Instruction and its impact on proficiency and lexical diversity, the role of proficiency in the occurrence and resolution of language-related episodes, how input spacing vs. massed exposure impact the learning of L2 vocabulary, the sequencing of L2 tasks and its effects on oral performance, and how training in hand-clapping highlights the prosodic structure in a foreign language. Two of the articles consider individual differences, namely motivation and educational background, specifically, how motivation changes throughout a year of study of a foreign language, and the effect of educational background on spoken grammar practice. The participants in three of the studies (Nguyen and Newton, Rogers and Cheung, Fenyvesi) are children, and adolescents or adults in the rest. One of the studies (Penning de Vries et al.) deals with the underexplored population of low-educated learners. The participants were studying English as a foreign language (EFL) in China, Denmark, Spain and Vietnam, French as a foreign language in China, and Dutch as a second language in the Netherlands. The present issue of Language Teaching Research covers a diversity of topics, with child, adolescent and adult populations learning second languages in different parts of the world. In their article Vidal and Jarvis examine whether university students' lexical diversity in L2 English improves as a result of studying through the medium of English. Englishmedium instruction (EMI) is a worldwide phenomenon whose implementation is determined by numerous factors that vary depending on the country. Although some research has addressed the reasons that lead to the adoption of this type of instruction, studies on language learning and EMI at the university level are scant, which is a problem because the assumption is that the adoption of EMI will benefit the development of students' language skills. Some studies on the impact of content and language integrated learning